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REKREASI MATEMATIK/ NOMBOR 1
REKREASI
MATEMATIK/
NOMBOR
1
P & P Matematik yang berkesan , berhikmah dan menyeronokkan seharusnya mematuhi falsafah berikut : 2
P & P Matematik yang berkesan , berhikmah dan menyeronokkan seharusnya mematuhi falsafah berikut : 2
P & P Matematik yang berkesan ,
berhikmah dan menyeronokkan seharusnya
mematuhi falsafah berikut :
2
P & P Matematik yang berkesan , berhikmah dan menyeronokkan seharusnya mematuhi falsafah berikut : 2

“Mathematics is not only taught because it is useful.

It should be a source of delight and wonder, offering pupils intellectual excitement, for example, in the

discovery of relationships, and the achievement of elegant solutions. It is a live subject which is
discovery of relationships, and the achievement of
elegant solutions. It is a live subject which is
continuously evolving as technology and the needs
of society evolve”.
U.K RAMP: National Curriculum – Mathematics
Working Parts 1988.
• Rekreasi Matematik/Nombor : matematik yang menyeronokkan perubahan daripada matematik yang serius sudah ada sejak dahulu
• Rekreasi Matematik/Nombor :
matematik yang menyeronokkan
perubahan daripada matematik
yang serius
sudah ada sejak dahulu kala dan
berterusan sehingga sekarang.
3
Rajah berikut menunjukkan sebuah taman berbentuk sebuah bulatan. Di dalam taman itu, ditanamkan 7 pokok bunga.

Rajah berikut menunjukkan sebuah taman berbentuk sebuah bulatan. Di

dalam taman itu, ditanamkan 7 pokok bunga. Lukis 3 garisan lurus sahaja untuk

mengasingkan pokok-pokok bunga itu

ke dalam kawasan masing-masing.

5
5
JENIS-JENIS REKREASI MATEMATIK / NOMBOR Teka-teki Matematik Jenaka Matematik   Tangram Petak Ajaib ( Magic
JENIS-JENIS REKREASI
MATEMATIK / NOMBOR
Teka-teki Matematik
Jenaka Matematik
Tangram
Petak Ajaib ( Magic
Squares )
Pola ( pattern) dan
Jujukan ( Sequence )
Permainan
Matematik
Smart Mathematics
Mathematical
Puisi Matematik
Concepts / Rules
Kuiz Matematik
7
TEKA-TEKI MATEMATIK 8
TEKA-TEKI MATEMATIK
8
 Seorang pemuda tinggal di tingkat 10 sebuah bangunan. Setiap pagi dia turun ke lobi menggunakan
  • Seorang pemuda tinggal di tingkat 10

sebuah bangunan. Setiap pagi dia turun ke

lobi menggunakan lif untuk pergi kerja.

  • Di sebelah petang, dia menggunakan lif, dan dia dapat sampai ke tingkat 10 dengan senang jika ada orang lain dalam lif tersebut, atau hari itu hujan. Jika tidak, dia akan ke tingkat 7 dan panjat tangga

sebanyak 3 tingkat menuju apartmentnya.

Boleh anda jelaskan kenapa ini berlaku ?

The Man in the Elevator

A man lives on the tenth floor of a building.

Every morning he takes the elevator down

to the lobby and leaves the building. In the evening, when he gets into the elevator, he

can go back to his floor directly only if

there is someone else in the elevator or if it was raining that day. Otherwise, he goes

to the seventh floor and walks up three

flights of stairs to his apartment. Can you explain why it is so?

PENYELESAIAN Pemuda tersebut adalah seorang yang sangat  pendek.( midget )  Dia tidak dapat mencapai
PENYELESAIAN
Pemuda tersebut adalah seorang yang sangat
pendek.( midget )
Dia tidak dapat mencapai butang bahagian
atas lif, paling atas adalah butang no.7, tetapi
dia boleh meminta orang lain dalam lif untuk
menekan butang untuknya jika dia hendak ke
tingkat 10.
Dia juga boleh menggunakan PAYUNG untuk
menekan butang di bahagian atas, JIKA HARI
11
The Man in the Elevator The man is a midget. He can't reach
The Man in the Elevator
The man is a midget. He can't reach

can also push them with his umbrella.

the upper elevator buttons, but he can ask people to push them for him. He

TEKA-TEKI 2 : Duit dalam Botol  Di dalam sebiji botol yang ditutup ketat dengan penyumbat
TEKA-TEKI 2 : Duit dalam Botol
Di dalam sebiji botol yang ditutup ketat dengan
penyumbat gabus, terdapat sekeping wang kertas
yang bernilai RM1000. Empunyanya, seorang
jutawan, berjanji akan menghadiahkan wang ini
kepada sesiapa sahaja yang berjaya
mengeluarkan wang itu tertakluk kepada syarat-
syarat berikut :
# tanpa memecahkan botol itu
# tanpa menarik keluar penyumbat gabus itu
13
14
14
JAWAPAN : Tolak penyumbat gabus itu ke dalam botol itu, terbalikkan botol dan dapatlah diambil wang
JAWAPAN :
Tolak penyumbat gabus itu ke
dalam botol itu, terbalikkan
botol dan dapatlah diambil
wang kertas itu.
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JAWAPAN : Tolak penyumbat gabus itu ke dalam botol itu, terbalikkan botol dan dapatlah diambil wang
JAWAPAN : Tolak penyumbat gabus itu ke dalam botol itu, terbalikkan botol dan dapatlah diambil wang
SELINGAN 16
SELINGAN
16
TANGRAM 17
TANGRAM
17
HISTORY OF TANGRAMS  The origins of the tangram puzzle are not known with any certainty,
HISTORY OF TANGRAMS
The origins of the tangram puzzle are not
known with any certainty, but the idea is
thought to have originated in China about
250 years ago.
You need a set of tangram pieces to work
on these puzzles.
HOW TO MAKE IT To make a set of tangram pieces  Cut out a square
HOW TO MAKE IT
To make a set of tangram pieces
Cut out a square piece of card.
About 6 or 8 cm square is a good
size.
Lightly mark a 4 by 4 grid of squares
on it, as shown in the diagram below,
to act as guide-lines.
Draw in the lines shown below (in red) and cut out along those lines. This should
Draw in the lines shown below (in
red) and cut out along those lines.
This should make the 7 pieces of
the tangram as shown below.
 These 7 pieces are the basis of all tangram puzzles.  For each puzzle a
These 7 pieces are the basis of all
tangram puzzles.
For each puzzle a shape is given,
and you have to find how to make
that shape using
ALL 7 PIECES.
Here is an example of a puzzle and its solution -
Here is an example of a puzzle
and its solution -
Here are 2 puzzles for you to try
Here are 2 puzzles for you to try
More shapes
More shapes
More shapes
More shapes
More shapes
More shapes
27
27
Another Task Make a square using only one tangram  piece. Make a square using two
Another Task
Make a square using only one tangram
piece.
Make a square using two tangram pieces.
Make a square using three tangram
pieces.
Make a square using four tangram pieces.
Make a square using five tangram pieces.
Make a square using six tangram pieces.
PERMAINAN MATEMATIK 29
PERMAINAN MATEMATIK
29
 A kind of recreational activity that creates fun and also divergent thinking Suitable as activity
A kind of recreational activity that creates
fun and also divergent thinking
Suitable as activity and competition.
Learning Outcomes :
► to identify the mathematical concepts
and principles involved in the games.
► to play mathematical games
based on the rules given.
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PLAY THE GAME : CATCH THE  CRIMINAL A very dangerous criminal who is wanted by
PLAY THE GAME : CATCH THE
CRIMINAL
A very dangerous criminal who is
wanted by the police is presently
hiding in one of the rooms in a hotel.
All the rooms in the hotel
are numbered as follows :
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MATHEMATICS GAME-cont.

51 52 53 54 55 56 57 58 59 41 42 43 44 45 46 47
51
52
53
54
55
56
57
58
59
41
42
43
44
45
46
47
48
49
31
32
33
34
35
36
37
38
39
21
22
23
24
25
26
27
28
29
11
12
13
14
15
16
17
18
19
32
MATHEMATICS GAME-cont. 51 52 53 54 55 56 57 58 59 41 42 43 44 45
MATHEMATICS GAME-cont  You are the detective assigned to find and arrest that notorious criminal. The
MATHEMATICS GAME-cont
You are the detective assigned to find and arrest that
notorious criminal. The following instructions are given
by your superior to help you accomplish this assignment
in 15 minutes.
INSTRUCTIONS:
1.
The room number where the criminal is hiding
comprises an odd and an even digit.
The ONES digit is greater than twice the TENS digit.
2.
The number is not divisible by 7.
3.
4.
When the number is reversed, it is also the
number of one of the rooms in that hotel.
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SMART MATHEMATICS 34
SMART MATHEMATICS
34
SMART MATHEMATICS Hasil Pembelajaran :  untuk mengenali palindrom nombor, perkataan dan ayat-ayat. untuk membentuk palindrom
SMART MATHEMATICS
Hasil Pembelajaran :
untuk mengenali palindrom
nombor, perkataan dan ayat-ayat.
untuk membentuk palindrom
nombor, perkataan dan ayat-ayat
melalui aktiviti-aktiviti.
35
SMART MATHEMATICS AYAM MAKAM MUM MALAM RADAR KAPAK TAPI NOON MAKAM MUM MALAM RADAR KAPAK NOON
SMART MATHEMATICS
AYAM
MAKAM
MUM
MALAM
RADAR
KAPAK
TAPI
NOON
MAKAM
MUM
MALAM
RADAR
KAPAK
NOON
Special Words. WHY ?
: Can be read the same from back to front.
2-digit : 34,
54,
38,
34
54
38
+43
+45
+83
77
99
121
36
SMART MATHEMATICS-cont. PALINDROMES IN DAILY LIFE  e.g car‟s registration numbers, 2332 dates : 20-02-2002 time
SMART MATHEMATICS-cont.
PALINDROMES IN DAILY LIFE
e.g car‟s registration numbers, 2332
dates :
20-02-2002
time
:
20:02
YOUR EXAMPLE ?
37
Perkataan baru yang dibentuk dengan menyusun semula perkataan asal. PERKATAAN ANAGRAM NAME MEAN RARE EAST NOT
Perkataan baru yang dibentuk dengan
menyusun semula perkataan asal.
PERKATAAN
ANAGRAM
NAME
MEAN
RARE
EAST
NOT NEW
CRIME HEADS
JALAN
38
ANAGRAM-cont SOLUTION : WORD ANAGRAM NAME MEAN RARE REAR EAST SEAT NOT NEW NEWTON CRIME HEADS
ANAGRAM-cont
SOLUTION :
WORD
ANAGRAM
NAME
MEAN
RARE
REAR
EAST
SEAT
NOT NEW
NEWTON
CRIME HEADS
ARCHIMEDES
JALAN
ANJAL
39
ADAKAH IA MENGINGATKAN ANDA SESUATU ? ( DOES IT RING A BELL ) 365 » Jumlah
ADAKAH IA MENGINGATKAN ANDA
SESUATU ?
( DOES IT RING A BELL )
365
» Jumlah hari dalam setahun
1957 » Hari Kemerdekaan
2
» Nombor Genap dan juga nombor
perdana yang terkecil
10
» 10 tahun = 1 dekad
2020 » Vision 2020
1.6 » 1.6 kilometer = 1 batu
40
DOES IT RING A BELL – cont. 1.414 »  E = mc 2 » 
DOES IT RING A BELL – cont.
1.414
»
E = mc 2 »
360 °
»
(0,0)
»
41
1) 1.414 » punca kuasa 2 √2 = 1.414…  2) E = mc² » Teori
1) 1.414 » punca kuasa 2
√2 = 1.414…
2) E = mc² » Teori Relativity oleh Albert
Einstein.
3) 360° » jumlah semua sudut dalam satu
bulatan.
4) (0,0) » titik origin dalam
Geometri koordinat,
(0,0)
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SELINGAN 43
SELINGAN
43
PUISI MATEMATIK 44
PUISI MATEMATIK
44
PUISI MATEMATIK ( MATHEMATICAL POEMS ) Hasil Pembelajaran :  ► untuk menginterpretasi puisi secara numerik
PUISI MATEMATIK
( MATHEMATICAL POEMS )
Hasil Pembelajaran :
► untuk menginterpretasi puisi
secara numerik dengan cara
menulis persamaan
► untuk menginterpretasi puisi
dengan cara menggunakan huruf
Roman
45
PUISI MATEMATIK-samb.  BYE-BYE BLACK BIRDS Twice four and twenty black birds, Were sitting in the
PUISI MATEMATIK-samb.
 BYE-BYE BLACK BIRDS
Twice four and twenty black
birds,
Were sitting in the rain;
I shot and killed the seventh
part,
How many did remain ?
46
PUISI MATEMATIK-samb.  BYE-BYE BLACK BIRDS Twice four and twenty black birds, Were sitting in the
PUISI MATEMATIK-samb.
BYE-BYE BLACK BIRDS
Twice four and twenty black birds,
Were sitting in the rain;
I shot and killed the seventh part,
How many did remain ?
Solution :
Solution :
therefore, 1/7 x 28 47
therefore, 1/7 x 28
47

There were [ ( 2 x 4 ) + 20 ) birds in the beginning

( 28 birds ) Being shot and died 1/7 parts = 4. 4 birds were dead,
( 28 birds )
Being shot and died 1/7 parts
= 4.
4 birds were dead, there are 24 birds remained
( 28 birds - 4 )
TAKE IT AWAY From SIX you take nine,  And from nine you take ten; 
TAKE IT AWAY
From SIX you take nine,
And from nine you take ten;
Then from fourty take fifty,
And SIX will remain.
Solution :
SIX
IX
XL
-
IX
X
L
S
I
X
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KUIZ MATEMATIK 49
KUIZ MATEMATIK
49
Soalan 1 : Bahagi-bahagikan 10 keping duit syiling ke dalam 3 gelas supaya setiap gelas mempunyai
Soalan 1 :
Bahagi-bahagikan 10 keping duit syiling ke
dalam 3 gelas supaya setiap gelas
mempunyai bilangan yang ganjil.
1
2
3
50
ODD 51
ODD
51

Soalan 1 :

Bahagi-bahagikan 10 keping duit syiling ke dalam 3 gelas

supaya setiap gelas mempunyai bilangan yang ganjil.

Penyelesaian :

ODD 51 Soalan 1 : Bahagi-bahagikan 10 keping duit syiling ke dalam 3 gelas supaya setiap
1 2 3 ☻ Put 3 coins into the glass no.1,
1
2
3
Put 3 coins into the glass no.1,
ODD 51 Soalan 1 : Bahagi-bahagikan 10 keping duit syiling ke dalam 3 gelas supaya setiap

2 coins into glass no.2 and 5 coins into glass no.3. Next, put glass no.3 into the glass no.2.Now :

GLASS NO.1 HAS 3 COINS
GLASS NO.1
HAS 3 COINS
Ada 6 gelas disusun dalam satu baris. SOALAN 2: Susun semula gelas-gelas di bawah supaya gelas
Ada 6 gelas disusun dalam satu baris.
SOALAN 2: Susun semula gelas-gelas di
bawah supaya gelas yang berisi air duduk
bersebelahan dengan gelas yang kosong.
1
2
3
4
5
6
i) menggerakkan 2 gelas
ii) menggerakkan 1 gelas sahaja.
52
PENYELESAIAN :  i) menggerakkan 2 gelas TUKAR KEDUDUKAN GELAS NO.2 DAN GELAS NO.5 ii) menggerakkan
PENYELESAIAN :
i) menggerakkan 2 gelas
TUKAR KEDUDUKAN GELAS NO.2
DAN GELAS NO.5
ii) menggerakkan 1 gelas sahaja
TUANG AIR DARIPADA GELAS NO.2 KE
DALAM GELAS NOMBOR NO.5, DAN
LETAK SEMULA GELAS NO.2 KE
TEMPATNYA SEMULA.
53
Soalan 3 : 2 14 9 10 5 6 1 3 13 15 8 7 12
Soalan 3 :
2
14
9
10
5
6
1
3
13
15
8
7
12
11
4
16
a) Take out four straws and rearrange the
positions of the straws that are left, to form a
very COMMON word.
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SOLUTION :  Take out straw no.2, 3, 9 and 10. Straw no.15 is connected to
SOLUTION :
Take out straw no.2, 3, 9 and 10.
Straw no.15 is connected to straw
no.13 to form the letter „E‟.
55
JENAKA MATEMATIK 56
JENAKA MATEMATIK
56
 *take ONE from NINETEEN will give the remainder twenty.
*take ONE from NINETEEN will give
the remainder twenty.
( MATHEMATICAL JOKES ) TAKE ONE, INCREASE MORE 57
( MATHEMATICAL JOKES )
TAKE ONE, INCREASE MORE
57

SOLUTION :

NINETEEN in Roman is XIX. If we

take out I in the middle, it will give us

XX which is twenty.

JENAKA MATEMATIK-samb. WHICH ONE IS CORRECT ?  7 and 5 IS 13 or 7 and
JENAKA MATEMATIK-samb.
WHICH ONE IS CORRECT ?
7 and 5
IS 13
or
7 and 5
ARE 13 ?
58
JENAKA MATEMATIK-samb. WHICH ONE IS CORRECT ?  7 and 5 IS 13 or 7 and
JENAKA MATEMATIK-samb.
WHICH ONE IS CORRECT ?
7 and 5
IS 13
or
7 and 5
ARE 13 ?
SOLUTION :
Neither, since 7 + 5 ≠ 13. BUT BOTH
STATEMENTS ARE
GRAMMATICALLY CORRECT.
59
JENAKA MATEMATIK-samb. PROVE IT  * 11 + 2 – 12 = 1 SOLUTION : ELEVEN
JENAKA MATEMATIK-samb.
PROVE IT
*
11 + 2 – 12 = 1
SOLUTION :
ELEVEN + TWO – TWELVE = ?
Cancel out T, W, E, L, V, E.
We now have letters E, N, O.Rearrange them :
ONE.
ONE ONE = = 1.1
60
MATHEMATICAL CONCEPTS 61
MATHEMATICAL CONCEPTS
61
SPECIAL MATHEMATICAL CONCEPTS SOALAN 1. JUMLAH ADALAH 100 * Tambahkan 1, 2, 3, 4, 5, 6
SPECIAL MATHEMATICAL
CONCEPTS
SOALAN 1.
JUMLAH ADALAH 100
* Tambahkan 1, 2, 3, 4, 5, 6 dan 7
dalam susunan yang berturutan( right
order) untuk memberi jumlah 100.
contoh :
► 1 + 23 + 4 + 56 + 7 = 91
62
SPECIAL MATHEMATICAL CONCEPTS- cont. JUMLAH ADALAH 100 * Tambahkan 1, 2, 3, 4, 5, 6 dan
SPECIAL MATHEMATICAL
CONCEPTS- cont.
JUMLAH ADALAH 100
* Tambahkan 1, 2, 3, 4, 5, 6 dan 7
dalam susunan yang berturutan( right
order) untuk memberi jumlah 100.
PENYELESAIAN :
► 1 + 2 + 34 + 56 + 7 = 100
► 1 + 23 + 4 + 5 + 67 = 100
63

SPECIAL MATHEMATICAL CONCEPTS - cont.

64
64
SOALAN 2. BERMAIN DENGAN NOMBOR 8 • Tanpa menggunakan pecahan, tulis nombor 8 dengan hanya menggunakan
SOALAN 2.
BERMAIN DENGAN NOMBOR 8
• Tanpa menggunakan pecahan,
tulis nombor 8 dengan hanya
menggunakan nombor 8
sebanyak 8 kali.
• (Without using any fractions,
write number 8 using only

number 8, eight times).

SPECIAL MATHEMATICAL CONCEPTS - cont.

65
65
PENYELESAIAN : ► 8 ( 88888 ) 8 – 8 = 8 ( 88888 ) 0
PENYELESAIAN :
► 8 ( 88888 ) 8 – 8
= 8 ( 88888 ) 0
= 8 X 1 = 8
SPECIAL MATHEMATICAL CONCEPTS- cont. similar digits). SOALAN 3. MAGIC 30 • Tulis nombor 30 dengan hanya
SPECIAL MATHEMATICAL CONCEPTS- cont.
SPECIAL MATHEMATICAL
CONCEPTS- cont.

similar digits).

SOALAN 3. MAGIC 30

• Tulis nombor 30 dengan hanya menggunakan 3 digit yang sama.
• Tulis nombor 30 dengan hanya
menggunakan 3 digit yang sama.

(Write number 30 using only three

SPECIAL MATHEMATICAL CONCEPTS- cont. MAGIC 30 • Tulis nombor 30 dengan hanya menggunakan 3 digit yang
SPECIAL MATHEMATICAL
CONCEPTS- cont.
MAGIC 30
• Tulis nombor 30 dengan hanya
menggunakan 3 digit yang sama.
(Write number 30 using only three similar
digits).
PENYELESAIAN :
► 33 -3
► 5 x 5 + 5
► XXX
► 3 3 + 3
► 6 x 6 – 6
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SOALAN CEPUMAS Albert Einstein was once asked  how many students he had. He replied, “
SOALAN CEPUMAS
Albert Einstein was once asked
how many students he had. He
replied, “ one-half of them study
Maths, 1/3 of them study
Geometry, 1/7 study Chemistry
and there are 20 who don’t study
at all. “ How many students did he
have ?
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JAWAPAN Trick in this problem :   Geometry is a part of Maths, thus 1/3
JAWAPAN
Trick in this problem :
Geometry is a part of Maths, thus 1/3 is
included in the ½ listed for Maths.
Let x = # of Einstein‟s students
1
1
5
x 
x  20  x
20 
x
2
7
14
x = 56 students.
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